Most experimental students held favorable attitudes toward the consciousness-raising task instruction, including many who overall disliked the method¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 59.6% of the experimental group expressed positive attitudes toward the grammar instruction versus 40.4% negative. → Đặng 2012 q2 i? About 65% of learners in the 'negative' group still agreed the tasks improved active work, attention, memory, and pair/group interaction. → Đặng 2012 (2)

Evidence¶

Đặng 2012¶

Đặng, T. T. Đ., & Nguyễn, H. T. (2012). Direct versus Indirect Explicit Methods of Enhancing EFL Students' English Grammatical Competence: A Concept Checking-based Consciousness-raising Tasks Model. English Language Teaching, 6(1), 112. https://doi.org/10.5539/elt.v6n1p112

q2 · i? · causal · r2

Simple frequencies and percentages of questionnaire responses from the 47 experimental learners; approach-preference mean was M=2.82 and favorable reasons (M=4.1) exceeded unfavorable reasons (M=2.7). Descriptive statistics only; no inferential test is printed.

"The fact that most learners in the experimental group (59.6%; n=47) had positive attitudes towards the grammar instruction, compared with those who have negative ideas (40.4%; n=47) towards the method"

Đặng 2012 (2)¶

Đặng, T. T. Đ., & Nguyễn, H. T. (2012). Direct versus Indirect Explicit Methods of Enhancing EFL Students' English Grammatical Competence: A Concept Checking-based Consciousness-raising Tasks Model. English Language Teaching, 6(1), 112. https://doi.org/10.5539/elt.v6n1p112

q2 · i? · causal · r2

Questionnaire frequency analysis of the subgroup of experimental learners who disliked the method; the article reports roughly 65 percent agreement on task benefits. Descriptive only.

"Around 65 percent of the learners in the ‘negative' group did agree that the tasks improved their active work, attention, and memory of the targeted structures and interaction in pairs work and group work."

Discussion¶

Related Claims¶

• Young EFL learners report positive attitudes toward grammar consciousness-raising, viewing it as useful and age-appropriate — possibly the same claim (merge candidate)
• Grammar consciousness-raising activities produce significantly higher grammar posttest scores than deductive grammar teaching for young EFL learners — related
• EFL students taught with indirect explicit grammar instruction (consciousness-raising tasks) significantly outperformed direct-instruction peers on rule analysis of English tenses — related
• Students held positive dispositions toward the modified Moore approach, but low prior-ability students disliked it and struggled — related